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Community college students and diffe...

Seattle University.

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Community college students and differences between computer skills self-assessment and objective computer-based skills assessment.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Community college students and differences between computer skills self-assessment and objective computer-based skills assessment./
作者:	Lahore, Louise Lien.
面頁冊數:	132 p.
附註:	Adviser: Roberto Pena.
Contained By:	Dissertation Abstracts International69-07A.
標題:	Education, Technology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3323386
ISBN:	9780549751137

Community college students and differences between computer skills self-assessment and objective computer-based skills assessment.
Lahore, Louise Lien.

Community college students and differences between computer skills self-assessment and objective computer-based skills assessment. - 132 p.

Adviser: Roberto Pena.

Thesis (Ed.D.)--Seattle University, 2008.

Computers have become an integral part of a college education, but assuming that students enter college with adequate computer skills or that they can accurately self-assess their computer skills, it may not be in the best interests of the students. This study examined the accuracy of students' subjective self-assessments when compared to the results of an objective computer-based assessment, and further examined whether the differences were impacted by age and gender.

ISBN: 9780549751137Subjects--Topical Terms:

1018012
Education, Technology of.

Community college students and differences between computer skills self-assessment and objective computer-based skills assessment.
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245 1 0 $a Community college students and differences between computer skills self-assessment and objective computer-based skills assessment.
300 $a 132 p.
500 $a Adviser: Roberto Pena.
500 $a Source: Dissertation Abstracts International, Volume: 69-07, Section: A, page: 2682.
502 $a Thesis (Ed.D.)--Seattle University, 2008.
520 $a Computers have become an integral part of a college education, but assuming that students enter college with adequate computer skills or that they can accurately self-assess their computer skills, it may not be in the best interests of the students. This study examined the accuracy of students' subjective self-assessments when compared to the results of an objective computer-based assessment, and further examined whether the differences were impacted by age and gender.
520 $a Differences were found between students' self-assessment scores and computer-based assessment scores, resulting in findings that over three-quarters of participating students inaccurately assessed their computer skills. Differences were also found based on age and gender. While self-assessment accuracy varied widely between the seven different subject areas assessed (general concepts, Windows RTM and file management, word processing, spreadsheets, database, presentation, and Internet), students were overall most accurate in assessing their Internet skills and least accurate in general concepts. Data analyses also showed that younger male students most often overassess their computer skills, while older women students most often underassess their computer skills.
520 $a One conclusion to be drawn overall from this study is that an assessment number alone is not enough information for advisors and faculty to best serve and place students in computer skills classes. This study also shows that student self-assessment alone is not an adequate method for determining class placement. Furthermore, student age, gender, behaviors and attitudes may give false impressions possibly leading to faculty and advisors making false assumptions about students' computer skills and ability to learn. Age and gender seem to play a part in how students self-assesses their computer skills, and both faculty and advisors could better serve individual students by looking past some common misconceptions of who may or may not have computer skills, and focus on the individual.
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